2. Architecture of Effective Reading Minilesson
7 to 10 minutes
•Connection
•Teaching
•Active Engagement
•Link
THERHYTHMofa
MInilesson
3. Teaching Points
Strategy-Count on Fingers
1.
2.
3.
C:Userslevenduski.kaVideosRealPlayer
DownloadsMinilessonGraddeone.flv
What –Skill
How- Strategy
Why–Purpose
4. Teaching Points Teaching Point example
Readers, today I want to teach
you that just like we use words
we read to learn new facts, we
also use pictures in the text to
help use learn new facts. We see
pictures in nonfictions books and
say “I am going to think like a
scientist and learn new facts
from the pictures in the book.”
What –Skill -white
How- Strategy -green
Why–Purpose-peach
Strategy-Count on Fingers
1. In nonfiction, we look at the
pictures
2. We think, what else can I
learn from the illustration
3. Then we think like scientist
and write our new fact.
5. Types of Minilessons
•Teaching
• Demonstration
• Think Alouds- structured and sequential
• Guided Practice
• Clear prompts that guide studdents through
the process
• Explanation with Example
• Strategy clearly stated –showing an explicit
example
• Inquiry
• Video examples with students partner reading
• An opportunity to study good work or contrast
effective and ineffective examples
What type of teaching was
demonstrated in this teacher’s mini-
lesson?
Could parts of this professional
development be identified as the
different types of teaching?
6. Deciding What to teach:
Bends in the Road
Steps we take in our teaching so that we can reach our goals
At each bend we teach a string of mini-lessons to help children move along
toward the goals we have set.
East Hartford Grade Level Curriculum
CT Core Standards
7. First Grade
• The features of informational texts include: headings, tables of
contents, glossaries, electronic menus, and icons.
• An author includes text features to help the reader locate,
organize, and/or present key facts or information to support
their understanding of what they’re reading.
• Illustrations (text features) and words are important in texts
because they both provide valuable information. Readers can
distinguish what information was provided by the illustrations
and what information was provided by the words by referring
back to the text.
• Readers can discuss the connections in informational texts by
examining key ideas about individuals, events, or ideas/pieces
of information.
• A reader can describe the main topic by using text features, key
vocabulary and key details from the text.
Big Ideas
Unit 3
Exploring
Informational
Text
8. Second Grade
• Locating key facts or information efficiently helps
readers understand informational text.
• Good readers notice key details before, during and
after reading to determine what the author is trying
to answer, explain or describe.
• Knowing the main topic helps readers answer oral
and written questions about key details in an
informational text. Readers can then remember and
share what they have learned.
• Good readers self-monitor their understanding by
using context clues and text features. Using self-
monitoring strategies helps readers to learn words
and phrases that are important to understanding the
main topic of an informational text.
Big Ideas
Unit 3
Exploring
Informational
Text
9. Third Grade
• Readers ask and answer questions about a text throughout the reading process
to better understand the topic. Sometimes answers to questions are explicit
and sometimes the answers are implicit, however every answer is always
supported by evidence throughout the text.
• Main ideas are always supported with details from a text. In informational text,
there is often a main idea in every section or paragraph with specific details.
Once a reader can locate the main idea and supporting details, they can
determine which details are key details, specifically important details from
interesting details.
• Readers can navigate an informational text quickly and easily by using text
features and digital search tools. When a reader uses these tools to locate
information, they no longer need to read everything on a page to find specific
answers to questions.
• Recounting a text helps the reader understand the text better and remember
the information longer. When readers recount information, they combine the
main idea and key details.
• Maps, photographs, and illustrations help enhance the readers’ understanding
of a topic and can explain ideas in ways that the written word cannot.
Big Ideas
Unit 3
Key Ideas and
Details in
Informational
Text
11. Independent Reading Time
The most crucial TEACHING TIME!
The largest indicator of student progress is
adult action during independent reading
time.
12. What do I write in my conferring notes?
• Child's name
• Date/Amount of Time/Format
• Student strength
• Teaching Point
• Next Steps
• Teaching Point-Quantify
• With whom I have met and with whom I have not yet met
• Something that will make me a better teacher-adult action
• Shorter conferences-write down the time
• Need to start p-print, h-habits, c-comprehension
• Missed that students are stagnate -write down the students level
• Forget the compliment-write compliment
• Coaching Type
13. Conferring Types
• Research, Decide, Teach
• Positive remark- decide what needs additional support-reteach
• Coaching
• Discuss things that have been already been taught
• lean prompts (hmm hmm hmmm hmmm don't forget your finger………… wait time………..
Don't forget to look at the first letter...)
• Proficient Partner-slightly over the top best partner
• “Wow read on to find out what happens next…” “Can you believe she did that…. “Wow great
character tends to be done for engagement or what being an active listener looks like
• Inquiry
• “You know I think we should figure out what kind of character this person is…”
• “let's read the next 3 pages and every time you find something about the character…”
• “then the character said "oh no don't do that" I wonder if she is scared…. Oh she talked
Oh we can learn about the character by what she says…”
• This is not done frequently in independent -more in read-alouds
15. Strategy Lesson
Different Teach-Same Teaching Points
• Teach efficiently
• Provides reinforcement
• Provides extra support
• Provides challenges
• Builds community
• Creates connections among readers
• Opportunity to observe and assess
16. When can we fit in Small Group
Instruction?
Teacher’s Work Student’s Work
• Independent Reading Time:
Teacher confers with 2-4 students
then pulls a small group
• Partner time: Teacher confers
with a partnership and then pulls a
small group
Private Time: Students read just
right text
Partner time: Students read and talk
about just right text
Private and partner time: Students
might meet with teacher in small
group or conference.
17. Take-Aways
Turn and Talk
What is your biggest take-away?
What will be the first your focus of
implementation in your classroom?
What aspect of today’s PD do you feel you need
more information or support?
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